So far students have leafed about the UN and why it was created. In this lesson, they will focus on the resolutions that the UN passes. This is important, because this is the core of the UN's work as the world's parliament. This is also important because students will be writing, presenting, and voting on their own resolutions in the final simulation. This lesson will help them understand where this unit is headed.
Guiding Questions:
What is a UN Resolution?
How is a UN Resolution structured?
Content Objective:
Students will be able describe the key components of a UN resolution.
Langauge Objective:
Students will be able to recognize key text features. (Heading, perambulatory section, operative section, perambulatory phrases and operative phrases).
Vocabulary:
UN Resolution (Recommendation for action to which the required number of countries at the UN has agreed. In the Security Council the required number is all permeant members; in the General Assembly it is 50%). Heading (Part of the Resolution that includes the names of the sponsoring and supporting countries). Preamblulatory Section (Part of the Resolution that explains why the Resolution is important) Operative Section (Part of the Resolution that explains the actions that the UN can take)
SEI Strategy:
In this lesson you are effectively teaching the text structures of a UN Resolution, with a particular focus on signal words (the phrases in the preambulatory and operative clauses.) This will help students be able to write resolutions during the simulation.
Suggested Agenda:
1. Inform students about the annual meeting of the General Assembly and the role of the Secretary General by giving them a short piece of text:
Every year there in October, the General Assembly has its annual meeting. World leaders and representatives from all of the member states come together to the UN headquarters for two weeks of negotiations. The meetings are lead by the Secretary General, who is the head of the UN. The current Secretary General of the UN is Ban Ki Moon, from South Korea.
Then ask students to use this text and what they have learned in the unit so far to answer the questions that follow:
How many countries will be represented at this meeting? (193)
Where will it take place? (New York)
Who is the current Secretary General and where is he from? (Ban Ki Moon, South Korea)
When resolutions are passed at this meeting are other countries required to enforce them? (no, they are recommendations)
Can the General Assembly send peacekeepers into a conflict zone? (no, only the Security Council can do that)
2. Show students the following video about the meeting of the UN General Assembly. After viewing, allow students to change their answers from the 'do now.' Then go over the correct answers.
3. Explain to students that the UN Resolutions are written in a specific format. They will learn about this format because this is what they will be writing their own resolutions on the topic of child soldiers during their Model UN simulation.
Give students handout 1.3 and do the front page, using an 'I do/We do/You do'. Go over the correct answers. Then do the back page.
If time, show students the video: that shows the Peace Day Resolution being passed at the UN
Exit ticket: cloze read/fill in the blanks w/ word bank on what a UN resolution is.
Homework: Read this statement from the US government. Turn it into 3 perambulatory statements and 3 operative statements, using perambulatory and operative phrases: http://2001-2009.state.gov/g/tip/rls/fs/2005/50941.htm
Title:
Introductions to UN ResolutionsGoal:
So far students have leafed about the UN and why it was created. In this lesson, they will focus on the resolutions that the UN passes. This is important, because this is the core of the UN's work as the world's parliament. This is also important because students will be writing, presenting, and voting on their own resolutions in the final simulation. This lesson will help them understand where this unit is headed.Content Objective:
Students will be able describe the key components of a UN resolution.Langauge Objective:
Students will be able to recognize key text features. (Heading, perambulatory section, operative section, perambulatory phrases and operative phrases).Vocabulary:
UN Resolution (Recommendation for action to which the required number of countries at the UN has agreed. In the Security Council the required number is all permeant members; in the General Assembly it is 50%).Heading (Part of the Resolution that includes the names of the sponsoring and supporting countries).
Preamblulatory Section (Part of the Resolution that explains why the Resolution is important)
Operative Section (Part of the Resolution that explains the actions that the UN can take)
SEI Strategy:
In this lesson you are effectively teaching the text structures of a UN Resolution, with a particular focus on signal words (the phrases in the preambulatory and operative clauses.) This will help students be able to write resolutions during the simulation.Suggested Agenda:
1. Inform students about the annual meeting of the General Assembly and the role of the Secretary General by giving them a short piece of text:
2. Show students the following video about the meeting of the UN General Assembly. After viewing, allow students to change their answers from the 'do now.' Then go over the correct answers.
3. Explain to students that the UN Resolutions are written in a specific format. They will learn about this format because this is what they will be writing their own resolutions on the topic of child soldiers during their Model UN simulation.
If you think that it will be helpful for students to see, here is the resolution form that they will be using for the final simulation:
Exit ticket: cloze read/fill in the blanks w/ word bank on what a UN resolution is.
Homework: Read this statement from the US government. Turn it into 3 perambulatory statements and 3 operative statements, using perambulatory and operative phrases:
http://2001-2009.state.gov/g/tip/rls/fs/2005/50941.htm